Abstract

This study scrutinized the relationship between utilizing language-learning strategies and university levels in reading-comprehension process of language learners in Iran. The participants comprised 406 EAP students at three university levels. The findings reflected significant differences among the students in implementing learning strategies. The students at higher university levels employed overall, direct, and indirect strategies significantly more frequently than the students at the lower stages. The results also revealed that 63% of the variance in the implementation of learning strategies could be due to the participants’ university levels. The findings are of significance because they can help language teachers tailor effective strategic-based language-teaching programs to the academic needs of the students at different stages of learning. The findings can assist language teachers in identifying problematic areas at different stages of learning enabling them to do remedial work with unsuccessful learners.

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